The Impact of Bilingualism on Everyday Executive Functions of English-Arabic Autistic Children: Through a Parent-Teacher Lens.
Autism
Cognition
Dual language
Second language exposure
Journal
Journal of autism and developmental disorders
ISSN: 1573-3432
Titre abrégé: J Autism Dev Disord
Pays: United States
ID NLM: 7904301
Informations de publication
Date de publication:
May 2022
May 2022
Historique:
accepted:
27
05
2021
pubmed:
8
6
2021
medline:
23
4
2022
entrez:
7
6
2021
Statut:
ppublish
Résumé
There is evidence that autistic children may have reduced executive function skills, contributing to day-to-day difficulties, but much remains unknown regarding the influence of bilingualism. We investigated its influence on sustained attention, interference control, flexible switching and working memory, in Arabic-English autistic (n = 27) and typically developing peers (n = 53) children, aged 5 to 12 years old. Parents and teachers completed rating measures assessing children's daily EF abilities. Results showed generalized positive effects for bilingual autistic children relative to their monolingual peers across all EF domains, but using parent ratings only. The findings indicate that bilingualism does not negatively impact the executive function skills of autistic children, and that it might mitigate difficulties faced on a day-to-day basis.
Identifiants
pubmed: 34095967
doi: 10.1007/s10803-021-05114-5
pii: 10.1007/s10803-021-05114-5
pmc: PMC9021051
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
2224-2235Informations de copyright
© 2021. The Author(s).
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